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  • The Educational Experiences of Australian High School Dropouts Who Return to School

    Author(s)
    Goldman, Juliette
    Bradley, Graham
    Griffith University Author(s)
    Bradley, Graham L.
    Goldman, Juliette
    Year published
    1997
    Metadata
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    Abstract
    This research examines the experiences of Australian high school dropouts once they have re‐entered high school. Using a survey in three Australian states of 1,233 re‐enterers aged 15 to 24 years it examines their enrolment process, their educational experiences, their difficulties and concerns, and their perceptions of services provided in the new educational institution they re‐enter. The data show that the majority of re‐enterers are enrolled in innovative high schools. Almost half are enrolled in Grade 12, are full‐time and attend day classes only. They are most frequently enrolled in four to six subjects; English, Maths ...
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    This research examines the experiences of Australian high school dropouts once they have re‐entered high school. Using a survey in three Australian states of 1,233 re‐enterers aged 15 to 24 years it examines their enrolment process, their educational experiences, their difficulties and concerns, and their perceptions of services provided in the new educational institution they re‐enter. The data show that the majority of re‐enterers are enrolled in innovative high schools. Almost half are enrolled in Grade 12, are full‐time and attend day classes only. They are most frequently enrolled in four to six subjects; English, Maths and Science are the most popular. Reentry students generally hold quite positive attitudes to existing forms of assessment and credentials, and hold moderately positive attitudes towards their institution. Most re‐entry students believe they are working hard and performing well, and are confident of future success in their studies. They believe that their institution is supportive of their attempts to return to study, and regard their institution's services and facilities as good, rather than excellent. Implications are discussed for the quality of re‐entry students’ educational experience aimed at optimizing their satisfaction, performance and persistence
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    Journal Title
    International Journal of Lifelong Education
    Volume
    16
    Issue
    1
    DOI
    https://doi.org/10.1080/0260137970160103
    Subject
    Education Systems
    Publication URI
    http://hdl.handle.net/10072/121035
    Collection
    • Journal articles

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